This document provides guidance on using comprehensible input techniques to build language proficiency. It discusses using stories, repetition, visuals, questions, and other engaging elements to immerse students in the target language. Specific strategies mentioned include total physical response storytelling, basic circling to reinforce target structures, using high-frequency vocabulary, and creating collaborative stories and other projects to provide additional comprehensible input opportunities for students. The overall message is that making input compelling through repetitive, visual, cultural, and interactive elements can help students develop fluency and proficiency in the language.

1. Building Proficiency!
in your Language Classes
Storytelling I
MOVE ON CUENCA
July 6-10, 2015
!
Leslie Davison
lesliejdavison@gmail.com

4. h

5. eats-come
http://www.solofoods.com/sites/solofoods.com/files/images/dog-eats-cupcake.jpg
What?
Who?
Where?
¿Quién?
¿Qué?
¿Dónde?

7. va-goes
http://www.youngisthan.in/userfiles/isha2/long_steps.png

10. EL CERDO Y EL VACA
Hay una vaca. Se llama Ana. Hay un
cerdo. Se llama Mark. La vaca come
manzanas y pan. El cerdo come
chocolate. El cerdo come mucho
chocolate. El cerdo come mucho mucho
chocolate. Un día, el cerdo está enfermo.
Está muy enfermo. Va al doctor. El
doctor le dice no más chocolate. El cerdo
llora.

14. •

15. Comprehensible
Input
Teaching for
Proficiency

16. Comprehensible
Input
Teaching for
Fluency

17. • Reading or Listening
• Message MUST be understandable
• 100 % comprehensible
• Listening will lead to speaking
• Don’t force writing
• More talking is not necessarily the answer
• Reading or Listening
What is CI?

18. • Repetitive
• Funny
• Personal
• Cultural
• Repetitive
• Engaging
• Weird or strange
• New learning
• Compelling
• Repetitive

20. Your class activities

21. Teaching
Proficiency through
Reading and
Stories
TPR Storytelling®

22. Teaching
Proficiency through
Reading and
Stories

23. The Steps of TPRS®
1.Establish Meaning
2.Story (language is in context)
3.Read or some other interaction with
the word (play)

24. Teaching with CI
TCI

25. 13 more ways to make your CI more
compelling
Comprehensible Input

26. R E P E T I T I O N
R E P E T I T I O N
R E P E T I T I O N

27. How many reps does it take?
60-120

28. Mai--repetition

29. W O R D C H O I C E

33. S H E WA N T S I C E C R E A M
https://flic.kr/p/7TQumP

38. P R O P S

41. P L AY I N G I N T H E S T R E E T.

45. V I S U A L S

49. lleva tres flores

50. Q U E S T I O N S

51. fue a
Adam
went to
est allé à
去
⾏行きました
‫ذهب‬

52. wants

53. want

54. want

55. wants

56. have

57. wants
José

58. wants

59. wants

60. wants

61. wants

62. wants

63. Basic Circling
yes
either/or
question word
no
question word
Target Structure

65. Basic Circling
yes
either/or
question word
no
question word
Target Structure
!
• Make a Statement
• Ask Questions
• Repeat the Answer
• Repeat the Answer
• Add a Detail

66. arrived
bought
found

67. S T O R I E S

68. “Whoever tells the best

69. Story is the most effective delivery vehicle for your
content
--Kendall Haven

70. “The best way to communicate with people
you are trying to lead is often a STORY.”
-Stephen Dennings

71. “STORIES teach, model, unite and motivate by
transporting audiences emotionally.”
-Peter Gruber

73. 7 ingredients to success
• Cool words
• Music---sound effects---video
• Dialogue (voz de...)
• Culture
• Personal connection
• Props
• Movement
• High quality images (or not)
• Current event or content connection
• Authentic locations

74. https://www.youtube.com/watch?v=v1WhvdECo6M

79. Collaborative Version
Ella y las tostadas

80. C R A Z Y

81. Video Star

82. N O V E L S

84. T E C H N O L O G Y

85. 1. Provide additional CI
!
2. Create and Connect
!
3.Advocacy
Quality

86. la chica y el lobo

87. Trailer

88. L E T T H E M C R E AT E

92. Songs

95. G L O B A L
C O N N E C T I O N S